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George Wythe High

General school information

Category: High (09-12) School
Phone: 804-780-5037
Address: 4314 Crutchfield St Richmond, VA 23225-4767
Principal: Ms. Reva Green
Superintendent: Jason Kamras
Region: 1
Division: Richmond City Public Schools
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited with Conditions

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited with Conditions

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level Three
Science Level Three

Achievement Gaps

EnglishLevel One
MathematicsLevel Three

Student engagement & Outcomes

Chronic Absenteeism Level Three
Dropout Rate Level Three
Graduation and Completion Level Two

Accredited: All indicators at Level One or Level Two or Waiver
Accredited With Conditions: One or more indicators at Level Three
Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level Three
Economically Disadvantaged Level One Level Three
English Learners Level One Level One
Hispanic Level One Level Two
Students with Disabilities Level Two Level Three
White Level One Level Three

18.28% of the students in this school were chronically absent.

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 83 81 17 2 75 73 25 1 69 68 31
Female 1 82 81 18 3 76 73 24 - 72 72 28
Male 3 85 81 15 1 74 72 26 3 67 64 33
Black 1 81 81 19 1 74 73 26 - 67 67 33
Hispanic - 90 90 10 20 70 50 30 2 69 67 31
White < 100 < 0 - 83 83 17 10 100 90 0
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities - 75 75 25 5 81 76 19 - 55 55 45
Economically Disadvantaged - 82 82 18 2 73 71 27 1 66 65 34
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 86 84 14 2 75 73 25 1 69 68 31
Female 1 86 85 14 3 76 73 24 - 72 72 28
Male 3 87 83 13 1 74 72 26 3 67 64 33
Black 1 85 84 15 1 74 73 26 - 67 67 33
Hispanic - 90 90 10 20 70 50 30 2 69 67 31
White < 100 < 0 - 83 83 17 10 100 90 0
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities - 85 85 15 5 81 76 19 - 55 55 45
Economically Disadvantaged - 86 86 14 2 73 71 27 1 66 65 34
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 56 51 44 11 63 52 37 10 36 25 64
Female 9 64 55 36 11 61 50 39 19 39 19 61
Male 2 49 47 51 11 64 53 36 3 33 31 67
Black 1 55 54 45 3 57 54 43 7 33 26 67
Hispanic 6 53 47 47 20 60 40 40 - 21 21 79
White < < < < < 100 < 0 < 100 < 0
Students with Disabilities 2 40 38 60 5 61 56 39 - 14 14 86
Economically Disadvantaged < < < < 6 55 48 45 3 24 21 76
English Learners < < < < < < < < < < < <
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 56 51 44 11 63 52 37 10 36 25 64
Female 9 64 55 36 11 61 50 39 19 39 19 61
Male 2 49 47 51 11 64 53 36 3 33 31 67
Black 1 55 54 45 3 57 54 43 7 33 26 67
Hispanic 6 53 47 47 20 60 40 40 - 21 21 79
White < < < < < 100 < 0 < 100 < 0
Students with Disabilities 2 40 38 60 5 61 56 39 - 14 14 86
Economically Disadvantaged < < < < 6 55 48 45 3 24 21 76
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 55 54 45 2 44 42 56 1 39 38 61
Female 2 61 59 39 2 51 49 49 1 43 42 57
Male 1 49 48 51 1 37 36 63 2 35 33 65
American Indian < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 1 56 55 44 1 42 42 58 1 38 38 62
Hispanic - 46 46 54 4 43 38 57 3 39 36 61
White 25 75 50 25 7 62 55 38 9 45 36 55
Two or more races < 100 < 0 < < < <
Students with Disabilities 1 35 34 65 1 27 26 73 - 25 25 75
Economically Disadvantaged - 52 52 48 1 40 39 60 - 38 38 62
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 49 49 51 - 60 60 40 - 39 38 61
Female - 55 55 45 - 75 75 25 1 42 41 58
Male - 43 43 57 - 48 48 52 - 36 36 64
American Indian < < < <
Black - 50 50 50 - 61 61 39 - 45 45 55
Hispanic - 45 45 55 < < < < - 22 22 78
White < < < < < < < < 9 36 27 64
Students with Disabilities - 31 31 69 - 44 44 56 - 24 24 76
Economically Disadvantaged - 45 45 55 - 55 55 45 - 41 41 59
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 50 46 50 1 18 18 82 2 29 28 71
Female 5 56 51 44 - 20 20 80 - 34 34 66
Male 2 43 40 57 1 17 16 83 3 25 22 75
Asian < 100 < 0 < 100 < 0
Black 1 49 48 51 - 16 16 84 1 22 21 78
Hispanic - 33 33 67 5 21 16 79 3 41 38 59
White < < < < - 36 36 64 < < < <
Students with Disabilities - 33 33 67 - 8 8 92 - 22 22 78
Economically Disadvantaged - 42 42 58 1 18 17 82 1 28 26 72
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 83 80 17 3 62 59 38 3 48 45 52
Female - 84 84 16 3 67 64 33 3 53 51 47
Male 7 79 72 21 1 55 54 45 3 41 38 59
American Indian < 100 < 0
Black - 85 85 15 1 59 58 41 1 41 40 59
Hispanic - 64 64 36 - 67 67 33 6 61 55 39
White < < < < 18 82 64 18 < < < <
Two or more races < 100 < 0
Students with Disabilities < 100 < 0 - 50 50 50 - 29 29 71
Economically Disadvantaged - 83 83 17 - 57 57 43 - 42 42 58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 57 55 43 3 57 55 43 1 43 42 57
Female 1 57 56 43 3 59 56 41 1 43 41 58
Male 3 56 53 44 2 56 53 44 1 43 42 57
American Indian < < < < < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black - 55 55 45 1 54 53 46 - 43 43 57
Hispanic 6 61 56 39 2 64 62 36 1 37 36 63
White 22 78 56 22 20 90 70 10 16 53 37 47
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 26 26 74 2 39 37 61 - 27 27 73
Economically Disadvantaged 1 52 52 48 1 54 53 46 - 42 42 58
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 53 51 47 1 59 57 41 - 42 41 58
Female 1 56 55 44 3 60 57 40 1 43 43 57
Male 3 48 45 52 - 58 58 42 - 39 39 61
American Indian < < < < < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black - 51 51 49 - 55 55 45 - 45 45 55
Hispanic 5 55 50 45 - 65 65 35 - 34 34 66
White < < < < < 100 < 0 8 31 23 69
Two or more races < 100 < 0 < < < <
Students with Disabilities - 19 19 81 - 44 44 56 - 28 28 73
Economically Disadvantaged 1 47 46 53 - 58 58 42 - 43 43 57
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 97 89 3 7 80 73 20 5 36 30 64
Female 9 96 87 4 6 89 83 11 5 33 28 67
Male 7 100 93 0 8 68 60 32 5 38 32 62
Black - 96 96 4 - 76 76 24 2 31 30 69
Hispanic < 100 < 0 < < < < 6 25 19 75
White < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged - 96 96 4 - 75 75 25 2 30 28 70
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 52 52 48 1 48 47 52 - 49 49 51
Female - 44 44 56 1 45 43 55 - 47 47 53
Male - 69 69 31 1 51 49 49 - 52 52 48
Black - 49 49 51 1 47 46 53 - 48 48 52
Hispanic - 73 73 27 - 59 59 41 - 52 52 48
White < < < < < < < < < 100 < 0
Students with Disabilities - 47 47 53 - 35 35 65 - 29 29 71
Economically Disadvantaged - 52 52 48 - 43 43 57 - 46 46 54
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 56 56 44 6 60 53 40 2 41 39 59
Female 1 54 54 46 5 58 53 42 3 39 36 61
Male - 59 59 41 8 61 53 39 1 43 42 57
American Indian < < < < < < < < < < < <
Black - 54 53 46 5 58 53 42 1 44 43 56
Hispanic - 62 62 38 7 63 56 37 1 27 27 73
White 7 89 81 11 16 70 54 30 19 78 59 22
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 41 41 59 4 49 45 51 2 33 31 67
Economically Disadvantaged - 51 51 49 4 55 51 45 1 41 41 59
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 75 74 25 12 80 68 20 4 43 40 57
Female 2 73 71 27 10 82 72 18 5 38 33 62
Male - 78 78 22 15 79 65 21 2 49 47 51
Black 1 73 73 27 11 78 68 22 1 43 42 57
Hispanic - 74 74 26 8 92 85 8 2 31 29 69
White 8 100 92 0 38 92 54 8 30 90 60 10
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities - 57 57 43 5 67 62 33 2 44 41 56
Economically Disadvantaged 1 73 72 27 8 79 70 21 1 40 39 60
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 38 38 62 5 89 84 11 10 90 80 10
Female - 37 37 63 < < < < < 100 < 0
Male - 39 39 61 8 92 83 8 < < < <
American Indian < < < <
Black - 34 34 66 7 87 80 13 < < < <
Hispanic - 54 54 46 < 100 < 0
White < < < < < 100 < 0 < 100 < 0
Students with Disabilities - 28 28 72 < 100 < 0 < 100 < 0
Economically Disadvantaged - 33 33 67 - 90 90 10 < < < <
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 59 58 41 6 48 43 52 3 48 45 52
Female - 54 54 46 3 44 40 56 4 41 37 59
Male 3 69 66 31 9 54 46 46 2 56 53 44
Black - 54 54 46 1 41 39 59 2 51 49 49
Hispanic - 64 64 36 11 56 44 44 - 33 33 67
White 10 90 80 10 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 47 47 53 3 38 35 62 2 47 45 53
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 - 41 41 59 - 35 35 65
Female < 100 < 0 - 41 41 59 - 37 37 63
Male < 100 < 0 - 41 41 59 - 34 34 66
Black < 100 < 0 - 40 40 60 - 42 42 58
Students with Disabilities < 100 < 0 - 25 25 75 - 22 22 78
Economically Disadvantaged < 100 < 0 - 38 38 62 - 39 39 61
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State3,4624,2272,762
Division8010367
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 9269311443
Grade 10217218294
Grade 11198176226
Grade 12191222217
Post Graduate100
Total Students8769271,180
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students8769271180
Female431455562
Male445472618
American Indian432
Asian387
Black719731721
Hispanic105116390
White456556
Students with Disabilities265311271
Not Students with Disabilities611616909
Economically Disadvantaged632681724
Not Economically Disadvantaged244246456
English Learners1332267
Not English Learners863895913
Homeless242227
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.”

 

 

 

Status of the Students in the 2017-2018 Cohort
Student Subgroup School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 31 122 20 1 48 14
Division 343 654 115 12 298 53
State 50979 36013 2733 1046 5404 1786
Female School 17 58 5 0 18 11
Division 201 337 36 4 106 23
State 27837 15823 920 366 1922 656
Male School 14 64 15 1 30 3
Division 142 317 79 8 192 30
State 23142 20190 1813 680 3482 1130
American Indian School < < < < 0 <
Division < < < < 0 <
State 144 124 8 2 27 9
Black School 22 109 19 0 35 12
Division 248 574 108 9 177 48
State 7955 11090 1111 244 1359 744
Hispanic School 4 9 0 1 11 1
Division 19 47 2 1 106 2
State 5086 5583 317 105 2172 323
White School 5 4 0 0 2 1
Division 73 27 3 2 13 2
State 30218 16420 1139 617 1589 596
Students with Disabilities School 0 31 20 0 16 0
Division 11 135 115 1 77 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged School 14 97 18 0 26 13
Division 164 488 88 9 152 47
State 10704 17342 1680 460 2640 1096
English Learners School < < < < < <
Division 1 22 2 0 36 0
State 1418 3757 272 31 1847 115
Homeless School 0 15 3 0 2 2
Division 10 43 12 0 10 4
State 232 695 90 42 303 61
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students23617373.317473.74820.3
Female1098073.48073.41816.5
Male1279373.294743023.6
American Indian0<100<10000
Black19715076.115076.13517.8
Hispanic2613501453.81142.3
White12975975216.7
Students with Disabilities675176.15176.11623.9
Economically Disadvantaged16812976.812976.82615.5
English Learners0<<<<<<
Homeless221881.81881.829.1
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken - 25 / 2.7%31 / 2.63%
Advanced Placement Course Enrollment43 / 4.91%29 / 3.13%44 / 3.73%
Dual Enrollment - - -
Governor’s School Enrollment38 / 4.34%38 / 4.1%34 / 2.88%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students School 151 62 59
Division 1024 536 48
State 82482 57560 30
Female School 80 39 51
Division 568 330 42
State 41546 31230 25
Male School 71 23 68
Division 456 206 55
State 40936 26330 36
American Indian School 0 < 100
Division 0 < 100
State 220 132 40
Black School 130 55 58
Division 851 439 48
State 18272 11640 36
Hispanic School 12 < 100
Division 52 15 71
State 8547 5341 38
White School 0 < 100
Division 105 73 30
State 46319 33154 28
Students with Disabilities School 24 < 100
Division 115 41 64
State 5986 3008 50
Economically Disadvantaged School 117 45 62
Division 705 341 52
State 23515 13119 44
English Learners School 0 < 100
Division 28 10 64
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsSchool000
 Division000
 State413936233471
State LicensuresSchool010
 Division3140
 State179019641412
Industry CertificationSchool178201265
 Division128211431361
 State100544109590103892
Workplace ReadinessSchool13836
 Division10154196
 State307754231350242
Total Credentials EarnedSchool179240301
 Division129513111557
 State137248157490159017
Students Earning One or More CredentialsSchool161203260
 Division115411411332
 State109089126113127744
CTE CompletersSchool113137121
 Division693677675
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 48 63 0 0%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 32 42 1 2.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 24 29 1 3.4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
64.8 64.4 64.6

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20155,996.005,259.002,159.00
2015-20166,281.005,244.002,319.00
2016-20175,735.005,433.002,398.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students50514890334507119983235301348631670215097381
Female2358245162222664918124275451553147850196
Male2706645172285534914228859411613887247185
American Indian0000000000000000
Asian0000000000000000
Black41414075283406101812754011136825340910464243
Hispanic436104255171139731510462434327124
Native Hawaiian00000000
White4124840146475812393610
Students with Disabilities142371810916230261091604625108155362089
Economically Disadvantaged3431167123637695822863681126926040910167258
English Learners171581544519344170291667
Homeless171583520844023973231111137
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Staff 27
Weapons Offenses <
Property Offenses 10
All Other Offenses 21
Other Offenses Against Persons 162
Disorderly or Disruptive Behavior Offenses 514
Alcohol, Tobacco, and Other Drug Offenses 13
Offenses Against Student 48
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4410.4570.324
Asian0.330.3420.990.8630.65
Black84.47191.0282.07891.378.85791.77
Hispanic9.0317.5211.9865.3412.5134.76
Native Hawaiian0.22
White5.5071.465.1372.377.0122.6
Two or more races0.4310.22
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4410.4570.324
Asian0.330.3420.863
Black84.47197.6282.07896.8878.85798.15
Hispanic9.0312.3811.9861.5612.5131.85
Native Hawaiian0.22
White5.5075.1371.567.012
Two or more races0.431
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4410.4570.324
Asian0.330.3420.863
Black84.4715082.07810078.857100
Hispanic9.03111.98612.513
Native Hawaiian0.22
White5.507505.1377.012
Two or more races0.431
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 97.6197.0999.79
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 34.556.0961.27
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 54.1953.6965.14
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education3%1%
Provisional14%15%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201647%49%1%3%
2016-201748%48%1%3%
2017-201846%42%1%11%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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